Assessing Individual Temperament and Group Performance in a Project-Based Learning Experience

Stache, Jeremiah M.; Barry, Brock E.; Klosky, James L.; Freisinger, Gregory M

doi:10.18260/1-2--27621

2017 ASEE Annual Conference &Amp; Exposition Proceedings

DOI: 10.18260/1-2--27621

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Assessing Individual Temperament and Group Performance in a Project-Based Learning Experience

Jeremiah M. Stache¹,

Brock E. Barry²,

James L. Klosky³

et al.

Abstract: Barry spent 10-years as a senior geotechnical engineer and project manager on projects throughout the United States. He is a licensed professional engineer in multiple states. Dr. Barry's areas of research include assessment of professional ethics, teaching and learning in engineering education, nonverbal communication in the classroom, and learning through historical engineering accomplishments. He has authored and co-authored a significant number of journal articles and book chapters on these topics.

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Group Dynamics in Higher Education

Arashpour

Lamborn

Farzanehfar

2020

Claiming Identity Through Redefined Teaching in Construction Programs

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Although group work has been proven to be an effective method for enhancing active learning in the higher education, optimum planning is crucial for successful implementation. A deep understanding of teamwork dynamics and creation of inclusive environments helps groups to demonstrate their optimum performance and output. On this basis, the current research focuses on the important challenge of gender inclusiveness and required teacher interventions to encourage that. Towards this aim, three research hypotheses are developed and tested using student performance data in a series of individual, group, and hybrid assessment. Findings show the significantly different performance of female and male students in group activities. It is also found that instructor interventions to form gender-inclusive groups significantly improve group performance and output. This works contributes to the higher education literature by exploring dynamics of collaborative learning and interfaces with gender inclusiveness. Educators can utilize the findings to better design and implement team activities.

show abstract

Group Dynamics in Higher Education

Arashpour

Lamborn

Farzanehfar

2020

Claiming Identity Through Redefined Teaching in Construction Programs

View full text Add to dashboard Cite

show abstract

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Assessing Individual Temperament and Group Performance in a Project-Based Learning Experience

Cited by 1 publication

References 12 publications

Group Dynamics in Higher Education

Group Dynamics in Higher Education

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